Ignorance Log Chapter 2: The Need of a Theory of Experience

The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative (p.28).

By what authority do we know if we’ve had an educative experience or not?  Is this part of the role of the teacher?  Is it necessary to be aware of our our experiences as educative or not (i.e. through meta-cognition)?

Just because traditional education was a matter of routine in which the plans and programs were handed down from the past, it does not follow that progressive education is a matter of planless improvisation (p.29).

How did Dewey’s conception of the necessity of educational philosophy work against his view of traditional education?  What does it mean that Dewey’s conception of educational philosophy ran so thoroughly against his conception of traditional education?  Was traditional education for Dewey an “un-philosophical?”  Howso?

I admit gladly that the new [progressive] education is simpler in principle than the old…  while there is very much which is artificial in the old selection and arrangement of subjects and methods, and artificiality always leads to unnecessary complexity.  But the easy and the simple are not identical.  To discover what is really simple and to act upon the discovery is an exceedingly difficult task.  After the artificial and complex is once institutionally established and ingrained in custom and routine, it is easier to walk in the paths that have been beaten than it is, after taking a new point of view, to work out what is practically involved in the new point of view. . . [yadda yadda Ptolemaic & Copernican Astronomy] (p. 30).

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